Эмоциональная саморегуляция дошкольников и детско-родительские отношения

Translated title of the contribution: Emotional Self-Regulation of Preschoolers and Parent-Child Relationships

С.С. Савенышева, Н.Н. Смирнова, А.В. Жаркова

Research output: Contribution to journalArticlepeer-review


The purpose of the research presented in the article is to study characteristics of strategies for emotional self-regulation of preschool
children in connection with characteristics of emotional parent-child
interaction and deviations in parenting. Presumably, the development of emotional self-regulation (ESR) of preschool children
depends on their gender; negative and non-supportive interaction
of parents with a child determines less mature ESR methods for
preschool children; the interrelation between ESR strategies and
parent-child relationships depends on the gender of the child and
the parent. The study involved 143 preschool children aged from 5 to
7 (M = 6.0), of which 75 were boys and 67 were girls; 218 parents (140 mothers and 80 fathers) and 8 preschool teachers. To
study characteristics of self-regulation, we used the “Diagnosis
of Emotional Self-Regulation of Preschool Children” technique
(N. N. Smirnova, S. S. Savenysheva) and questionnaires for diagnosing strategies of emotional self-regulation of preschool children for
parents and preschool teachers. To study parent-child relationships,
we used the “Questionnaire of Child-Parent Emotional Interaction
(A. I. Zakharova) and the “Analysis of Family Education” technique
(E. G. Eidemiller, V. V. Yustitskis). It is shown that in older preschool
age constructive strategies prevail over non-constructive ones. Girls
at senior preschool age are characterized by more constructive and
more mature strategies of emotional self-regulation compared to
boys. The study revealed that high frequency of using constructive
strategies of emotional self-regulation among preschoolers is determined by their mother’s acceptance and togetherness with the child,
her parental maturity and positive background of emotional interaction with the father of the child. The use of behavioral strategies of
emotional self-regulation by preschool children is associated with
positive emotional background of the interaction of both parents,
emotional support from the mother, as well as low manifestation of
the projection of undesirable qualities on the child by the mother
Translated title of the contributionEmotional Self-Regulation of Preschoolers and Parent-Child Relationships
Original languageRussian
Pages (from-to)48-57
Issue number1(33)
StatePublished - 31 Mar 2020


  • emotional self-regulation
  • preschool children
  • parentchild emotional interaction
  • deviations in education
  • constructive strategies of emotional self-regulation


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